Objective:

The article aims at describing the conceptual structure of the interpersonal communication competence as a component of primary teacher professional education.

Methods:

The authors rely on theoretical methods such as the analytical-synthetic, the inductive-deductive and the systematization of the content of theoretical sources. Likewise, the empirical procedure of documentary analysis was used.

Result:

The structure of the competence under analysis was revealed, together with the set of socio-emotional competences required by primary teachers’ professional practice, a way to contribute to their preservice education.

Conclusion:

The investigation revealed the structural components of the interpersonal communication competence, within the set of competencies to be developed by teacher education, following a professional performance approach that meets the demands of society and education contemporary. The description of the competence allows to clarify the path of the educational process and the evaluation of the competence in question.

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